Online and Hybrid Course Design

1. Online and Hybrid Course Design

2. Define Terms • Traditional course • Web Enhanced course • Hybrid course • Online course

3. Traditional Course • A traditional, on campus “brick and mortar” class where the instructor and students meet in the same place at the same time. • All instructional hours, course materials, assignments, and tests are delivered to the students in the classroom.

4. Web Enhanced Course • A traditional, on campus, or face-to-face class where the instructor and students meet in the same place at the same time. • All instructional hours are delivered to the students in the classroom. • Course materials, assignments, or additional resources are made available via the Internet. (Example: using Campus Cruiser to “web enhance” your F2F class.)

5. Hybrid Course • A class which combines traditional, face-to-face (F2F) instruction with online, distance instruction. • Classroom time is split between meeting in person and meeting online. • Any combination of the two forms of educational delivery is considered a hybrid (or sometimes called “blended) course.

6. Online Course • A course whose instruction is totally delivered via the Internet. • Students and instructor do not meet face-to-face on campus, although some instructors give on-campus examinations and/or orientation sessions.

7. Designing Effective Distance Learning Experiences • Fundamental Questions • Strategies for Success • Getting Started

8. FQ 1: Who is your primary student group or audience? • Know who your students are – heterogeneous group of all ages • Adult students tend to be more self-motivated than younger students • Many distance learning students have specific goals and strong career needs. • Student information may be collected in a variety of ways. • Draw on students’ experiences as the class progresses.

9. FQ 2: What do you want students to learn? • Identify clear overall objectives or learning outcomes and share these with students up-front. • Content objectives or learning outcomes relate to the specifics that you expect students to learn as they work through the course concepts. • Distance learning students respond well to integrated learning, so many instructors are developing cross-disciplinary objectives. • The heterogeneity of backgrounds and preparation of students may necessitate objectives related to review concepts.

10. FQ 3: Why will students enroll in this course? • Access and time flexibility are the most frequent reasons for students to choose distance education. • Distance education allows student who are distantly located to study together. (Moneague College in Jamaica) • Distance education permits students with a range of backgrounds to complete the same learning objectives.

11. Consider what types of learning activities are needed at a distance so students can accomplish the objectives you have identified. Teamwork – projects, joint papers, peer assessment Communication Independent study Resource Development Resource sharing Creative problem solving Application of learning to new situations – case studies, observation, etc… Assessment – to assign grades, to determine learning outcomes, or for self assessment. FQ 4: How are you planning to deliver the course?

12. Synchronous options require that students get together either virtually or in the same location at the same time. Will students meet virtually on a regular basis? What technology will be used? Will students be expected to meet at a particular time? Will there be phone contact for the meetings? FQ 4: How are you planning to deliver the course?

13. Asynchronous options provide greater flexibility and independence for the student, a feature very attractive to many adult learners. Threaded Discussions FAQs Email Voicemail Print materials CD-ROMs Interactive Assignments on Web Faxes Etc… FQ 4: How are you planning to deliver the course?

14. FQ 4: How are you planning to deliver the course? • Effective course delivery will provide time for content, communication, and assessment. • The question is not, “What do I consider best?” but “What works most effectively for student learning?”

15. FQ 5: What academic resources are needed for student success? • Select resources that match your learning objectives and that provide a range of learning options for students. • Some resources that are easily found on campus will provide a significant challenge for delivery at a distance. • Be sure that students know up-front what technical requirements are needed. • Because of the wide range of resources, distance learning students frequently need help evaluating the resources they find.

16. FQ 6: What outcomes will indicate student success? • The actual types of outcomes that you plan will relate again to the objectives you establish. • Students taking a distance learning course need to know clearly and specifically what constitutes successful outcomes. • Be clear about what to do, and how to do it, up-front.

17. Strategies for Success • Clarity • Communication • Planning • Evaluation

18. Clarity • Initial clarity on all topics will reduce the number of follow-up explanations that are needed. • Use FAQs to reduce confusion. • Provide students with hints for success.

19. Communication • Stay in touch with the group as a whole and with each individual student. • Let students know up-front how often and how quickly you will respond. • Build interaction.

20. Planning • It is not possible to “wing it” and be successful. • Plan for variation in the quantity and quality of resources to which students will have access. • Include information about how to succeed with the technology • Develop content in modules. • Employ strategies that save you time.

21. Evaluation • Provide students with multiple opportunities for assessment. • Include group as well as individual assessment opportunities. • Leverage the technology in the assessment process. • Provide opportunities for students’ creativity. • Evaluate the course progress frequently.

22. Getting Started • Develop answers to the six questions posed at the beginning of this session. • Develop sections of your course or modules. • Make major resource choices that will support initial learning and information acquisition. • If you are using synchronous technology, practice so that you either can manage the technology alone or are comfortable assisting students with tech support. • Investigate what learning activities are now available via technology that you have not been able to use previously. • Build your course.